• Lesson Plans

    January 17-21, 2022

    Classroom News/Due Dates:

    • February 8 - February DCA
    • February 14 - Q3 Writing DCA
    • March 15 - March DCA (Exam)
    • March 17 - Q3 i-Ready Reading Goals Due (8 passed lessons, 320 minutes of time on task, & 70% pass rate)

    Standards Covered this Week: 

    Focus Standard:

    • RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choice (e.g., alliteration) on meaning and tone.
    • W.7.3a-e Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and  well-structured event sequences.

    Ongoing Standards: 

    • RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    • RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
    • W.7.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
    •  SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

    Essential Question(s): What is the impact of word choice on meaning and tone?  How do I incorporate effective technique, well-chosen details, and  well-structured event sequences in a narrative?

    I can...


    * determine the meaning of words and phrases.

    * write narratives to develop experiences/events focusing on technique, details, and sequence

    Ready Mississippi 7 Reading Lesson: Lesson 13 - "Analyzing Rhyme and Repetition" on p. 129-136 in Ready Reading

    Quarter 3 Extended Text: To be Determined...

    Lesson Plans

    Monday, January 17:

    Dr. Martin Luther King, Jr. Holiday - No School

    Tuesday, January 18:

    • BellworkStudents will read and annotate page 129 in Ready, Lesson 13 “Analyzing Rhyme and Repetition.”
    • Anticipatory Set: The teacher will discuss the weekly agenda, essential questions, and “I can” statements.
    • Classwork: The teacher and students will read and discuss the poem “Harriet Tubman” on p. 130-131 in Ready Reading and answer the questions.  The teacher and students will read and discuss the drama “To Honor” on p. 132-133 in Ready Reading and answer the questions.  The teacher will introduce narrative writing and provide notes on personal narratives, magnetic leads/dynamic resolutions, and transitions.  Teacher and students will read the mentor text ‘“Fun” Phobia.’
    • Early Finishers: Early finishers may work on i-Ready Reading lessons.

    Wednesday, January 19:

    • Bellwork: Students will complete p. 134-136 in Ready, “Welcome Home” as independent practice and turn in.
    • Anticipatory Set: The teacher will review elements of a personal narrative: setting, characters, plot events, consistent point of view, and dialogue.  
    • ClassworkStudents will choose a real or imagined event or experience as the topic for their personal narrative.  Students will complete a narrative plot diagram and outline for prewriting and planning.
    • Early Finishers: Early finishers may work on i-Ready Reading lessons.

    Thursday, January 20:

    • BellworkStudents will read the mentor text “Big Hal and the Metallic Roof” and complete the mentor text deep dive.
    • Anticipatory Set: The teacher will review writing and assignment expectations.
    • ClassworkStudents will write the rough draft of their personal narrative on notebook paper.
    • Early Finishers: Early finishers may work on i-Ready Reading lessons.

    Friday, January 21:

    • BellworkStudents will complete “Dialogue Fun” with Ziggy and Barky and read notes for “Thoughtshots.”  Students will add one thoughtshot to their narrative.
    • Anticipatory Set: The teacher will review writing and assignment expectations.
    • Classwork: Students will swap narrative rough drafts with a partner and complete the “revision checklist.”  Students will write the final draft of their narrative in Google Classroom and submit electronically.
    • Early Finishers: Students will complete the “Narrative Reflection."